Trabajo Final para la cátedra Diseño de Sistemas de Tiempo Real. En este trabajo se muestra desde cómo armar el robot con las piezas compradas hasta cómo modificar y adaptar RTuinOS (un SO de Tiempo Real) para que funcione en nuestro Arduino.

Students and other people who are interested in applying to microcontrollers for testing working process of automatic system or people who are fascinated in learning and examining the microcontrollers in new approaches such as using an autonomous robot as a form of an interactive media.In this module, students will develop their ability to build simple robots using arduino ATX2 microcontroller and programming the robot to move using arduino 1.7.x .

Students create projects that introduce them to Arduino—a small device that can be easily programmed to control and monitor a variety of external devices like LEDs and sensors. First they learn a few simple programming structures and commands to blink LEDs. Then they are given three challenges—to modify an LED blinking rate until it cannot be seen, to replicate a heartbeat pattern and to send Morse code messages. This activity prepares students to create more involved multiple-LED patterns in the Part 2 companion activity.

In the companion activity, students experimented with Arduino programming to blink a single LED. During this activity, students build on that experience as they learn about breadboards and how to hook up multiple LEDs and control them individually so that they can complete a variety of challenges to create fun patterns! To conclude, students apply the knowledge they have gained to create LED-based light sculptures.

This is a 9-day hands-on workshop about collaboration, design, and electronics prototyping. No previous experience with computer programming or electronics is required. Beginning students will be taught everything they need to know and advanced students will be challenged to learn new skills. Participants will learn about microcontroller programming using Arduino, collaborative software development using GitHub, solderless electronics prototyping, electronic sensors, rapid prototyping, and small team management.
This course is offered during the Independent Activities Period (IAP), which is a special 4-week term at MIT that runs from the first week of January until the end of the month.

Students put their STEAM knowledge and skills to the test by creating indoor light fixture “clouds” that mimic current weather conditions or provide other colorful lighting schemes they program and control with smartphones. Groups fabricate the clouds from paper lanterns and pillow stuffing, adding LEDs to enable the simulation of different lighting conditions. They code the controls and connect the clouds to smart devices and the Internet cloud to bring their floating clouds to life as they change color based on the weather outside.

Students begin by following instructions to connect a Sunfounder Ultrasonic Sensor and an Arduino Microcontroller. Once they have them set up, students calibrate the sensor and practice using it. Students are then given an engineering design problem: to build a product that will use the ultrasonic sensors for a purpose that they all specify. Students will have to work together to design and test their product, and ultimately present it to their classmates.

This is intended as an introduction to embedded controllers for students in Electrical Engineering and Technology at the AAS and/or BS level. It begins with a discussion of the C programming language and then shifts to using the open source Arduino hardware platform. Uses both the Arduino library and more direct coding of the controller.

This is the companion lab manual for the text "Embedded Controllers Using C and Arduino 2E". It introduces embedded controller systems using the Arduino hardware platform and the C programming language. It is intended for students in Electrical Engineering and Electrical Engineering Technology programs at the Associate and Baccalaureate levels. Clicking to view this item begins a .doc download.

Using an Arduino microprocessor, students will build an automated fish food feeder so fish can be fed when no one is at school?

This project involves learning how to do simple wiring of an LED, a buzzer, and a servo (motor) to a simple-to-use Arduino microprocessor.

The Girls Who Build: Make Your Own Wearables workshop for high school girls is an introduction to computer science, electrical and mechanical engineering through wearable technology. The workshop, developed by MIT Lincoln Laboratory, consists of two major hands-on projects in manufacturing and wearable electronics. These include 3D printing jewelry and laser cutting a purse, as well as programming LEDs to light up when walking. Participants learn the design process, 3D computer modeling, and machine shop tools, in addition to writing code and building a circuit.

This activity guides students through making a simple circuit and writing a simple Arduino sketch (code) to make some LEDs blink. It precedes a lab where students build a temperature sensor, and could be used prior to any lab that has students build Arduino-based environmental sensors. Instructions are complete enough so an instructor with no previous Arduino experience can implement this activity.

This course introduces students to the fundamental concepts of physical computing systems through hands-on, real-life applications. Physical computing forms the basis of smart devices, wearables like smart watches, e-textiles / fashion, IoT (Internet of Things) devices, and hardware start-up

This course teaches students to design electronic devices that interact with the physical world by building circuits and developing software algorithms that run on a microcontroller. These devices will also be connected to the internet so they can send sensor data to dashboards and be remotely operated from a computer or mobile device.

This course is designed specifically for university undergraduate students from all majors. It presumes no in-depth knowledge of physics or math nor prior experience with electronics. The only expected prerequisite knowledge is introductory experience with procedural programming (i.e. variables, functions, loops).

Students learn how to set up pre-programmed microcontroller units like the Arduino LilyPad and use them to enhance a product’s functionality and personality. They do this by making plush toys in monster shapes (template provided) with microcontrollers and LEDs sewn into the felt fabric with conductive thread to make circuits. At activity end, each student will have created his or her own plush toy, complete with LEDs that illuminate in a specified sequence: random twinkle, blink, heartbeat and/or breathing.

En esta lista se comparten 5 videos de proyectos del Laboratorio de fabricación de la UNED de Costa Rica.

Students are challenged to design and program Arduino-controlled robots that behave like simple versions of the automated guided vehicles engineers design for real-world applications. Using Arduino microcontroller boards, infrared (IR) sensors, servomotors, attachable wheels and plastic containers (for the robot frame), they make "Lunch-Bots." Teams program the robots to meet the project constraints—to follow a line of reflective tape, make turns and stop at a designated spot to deliver a package, such as a sandwich or pizza slice. They read and interpret analog voltages from IR sensors, compare how infrared reflects differently off different materials, and write Arduino programs that use IR sensor inputs to control the servomotors. Through the process, students experience the entire engineering design process. Pre/post-quizzes and coding help documents are provided.

Students apply sound-activated light-up EL wire to create personalized light-up clothing outfits. During the project, students become familiar with the components, code and logic to complete circuits and employ their imaginations to real-world applications of technology. Acting as if they are engineers, students are challenged to incorporate electroluminescent wire to regular clothing to make attention-getting safety clothing for joggers and cyclists. Luminescent EL wire stays cool, making it ideal to sew into wearable projects. They use the SparkFun sound detector and the EL sequencer circuit board to flash the EL wire to the rhythm of ambient sound, such as music, clapping, talking—or roadway traffic sounds! The combination of sensors, microcontrollers and EL wire enables a wide range of feedback and control options.

Students download the software needed to create Arduino programs and make sure their Arduino microcontrollers work correctly. Then, they connect an LED to the Arduino and type up and upload programs to the Arduino board to 1) make the LED blink on and off and 2) make the LED fade (brighten and then dim). Throughout, students reflect on what they've accomplished by answering questions and modifying the original programs and circuits in order to achieve new outcomes. A design challenge gives students a chance to demonstrate their understanding of actuators and Arduinos; they design a functioning system using an Arduino, at least three actuators and either a buzzer or toy motor. For their designs, students sketch, create and turn in a user's manual for the system (text description, commented program, detailed hardware diagram). Numerous worksheets and handouts are provided.

Students conduct an experiment to determine the relationship between the speed of a wooden toy car at the bottom of an incline and the height at which it is released. They observe how the photogate-based speedometer instrument "clocks" the average speed of an object (the train). They gather data and create graphs plotting the measured speed against start height. After the experiment, as an optional extension activity, students design brakes to moderate the speed of the cart at the bottom of the hill to within a specified speed range.